Being a teacher for both mathematics for General Education and Training and Mathematical literacy Further Education and Training, I learnt from both research participants, how important it is for the teacher and also for learners to have attained proper pedagogic content knowledge in GET mathematics, which forms the basis of Mathematical literacy, since this knowledge assists learners during transition from GET mathematics to Mathematical literacy.
During my observation in Va’s class, learner participation made it evident that there was this gap in pedagogic content knowledge but, in Minky’s class one could observe that a good foundation had been properly laid. Shulman (1986) asserts that part of pedagogic content knowledge is based on the fact that one needs to understand what makes the learning of a specific topic difficult or easy, since learners of differing ages and backgrounds bring conceptions and preconceptions in class. Teachers thus need to know which strategies are suitable and will be fruitful when teaching a particular concept since this will aid in reorganising learners’ misconceptions. Bansilal, Webb, and James (2015) pose an idea that teachers need to design appropriate and relevant tasks to enhance learner understanding and participation in class. All such actions imply that a suitable strategy is necessary.
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77 APPENDICES